Solutions Manual for Living with Art 13th Edition by Getlein

Chapter 1: Living with Art Chapter Concepts Arts in Daily Life Learning Objective: Recognize ways that we live with art.

Concepts Examples Art is part of our everyday lives in the form of 1.1 Antonin Mercié, Robert E. Lee monument monuments and archaeological items.

1.2 Maya Lin, Vietnam Veterans Memorial 1.3 Sutton Hoo helmet Art reflects and is affected by the beliefs and 1.1 Antonin Mercié, Robert E. Lee monument attitudes of its era.

1.2 Maya Lin, Vietnam Veterans Memorial Art has been used as war booty.

1.4 Interior of Oba's compound 1.5 Benin plaque: Warrior and Attendants Art can affect history.

1.7 Stowage of the British slave ship Brookes 1.8 Lewis Hine, One of the spinners in Whitnel Cotton Mfg. Co. N.C. 1.9 Eddie Adams, Execution, Saigon, South Vietnam Art affects our habits and language.

1.10 FedEx Truck Art contributes to community redevelopment. 1.11 Frank O. Gehry, Guggenheim Museum Bilbao 1.12 Wynwood Walls, Miami Memes and digital imaging programs offer 1.13 Bernie in Chiquita Banana logo the opportunity for everyone to make art.

What Is Art? Learning Objective: Identify characteristics common to what we call art.

Concepts The definition of art is broad and accounts for a wide variety of objects and monuments.

At different points in time, art has been distinguished from craft.

Art records and commemorates.

Art gives visual form to feelings and ideas.

Art gives visual form to the unknown.

Art creates places for some human purpose.

Art makes extraordinary versions of ordinary objects.

Examples 1.14 Leonardo Da Vinci, Mona Lisa 1.15 Marcel Duchamp, Fountain N/A 1.16 Attic black-figure neck amphora 1.22 Dito von Tease, Frida Kahlo Selfie 1.17 Maria van Oosterwijck, Vanitas 1.18 Shiva Nataraja 1.19 Colosseum, Rome 1.20 Indonesian necklace

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Art refreshes our vision and helps us see the world in new ways.

1.21 Doris Salcedo, Shibboleth 1.22 Dito von Tease, Frida Kahlo Selfie

Learning to Look Learning Objective: Describe the value of visual literacy.

Concepts Learning about art teaches critical thinking, creative problem-solving, and respect for cultural patrimony.

Visual literacy builds looking skills applicable beyond the study of art.

Examples 1.23 Vandalized petroglyphs

Art can be used to persuade and deceive.

Data visualization translates complex ideas into visual form.

Maps are a form of data visualization.

Even data visualizations reflect their makers’ perspective and biases.

1.24 Georgetown University School of Medicine first year medical students at the National Gallery of Art 1.25 Gillian Wearing, Wearing, Gillian 1.26 Orbis terrae novissima descriptio 1.27 Relaciones geograficas map of Amoltepec 1.28 Enrique Chagoya, Road Map 1.29 AuthaGraph map 1.26 Orbis terrae novissima descriptio 1.27 Relaciones geograficas map of Amoltepec 1.28 Enrique Chagoya, Road Map 1.29 AuthaGraph map 1.26 Orbis terrae novissima descriptio 1.27 Relaciones geograficas map of Amoltepec 1.28 Enrique Chagoya, Road Map 1.29 AuthaGraph map

Featured Essays Artists: Maya Lin

Presenting the Ideas 1. Use the sections “Living with Art” and “Art in Daily Life” to talk about how we engage with art every day. Emphasize the distinct ways that art has interacted with and affected human society. Present three to five images that illustrate the breadth of artistic objects we live with, first having students record their thoughts and then break into small groups to share these ideas.

2. Open the discussion of the “What Is Art” section by having students develop a one-sentence definition of art in small groups. Then, pair the groups to form a common definition. Have each paired group share their definitions for the class to choose a definition.

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3. Direct students to “Learning to Look” section and discuss how visual literacy functions in their lives. Emphasize that “learning to look at and to view images critically are valuable skills for the 21st century” across all majors and in daily life. Refer students to the ways that images have been used to affect public opinion. Ask students to think about their experiences with manipulated photographs.

Discussion Topics 1. How do you live with art in your own community?

2. In your opinion, which work of art in “Art in Daily Life” most profoundly affected its community or the course of history. Pick one artwork to support and explain in detail.

3. How do you define art?

4. Why is it important to develop visual literacy skills? How do you use visual literacy in your studies and daily life?

Class Activities and Project Suggestions 1. Consider the purposes for which several public sculptures or memorials (located in your area) were created, perhaps comparing their forms and purposes with those of Maya Lin’s Vietnam Veterans Memorial. What message do these works communicate about the area, people, or themes that they represent? Have the monuments recently come under scrutiny?

2. Search online for a photograph or other image that summarizes an issue or event happening today or in the recent past. Present the image you selected and explain how the work captures the essence of the issue or event.

3. Play a game of “What Is Art?” Use the characteristics outlined in the chapter to go beyond painting and sculpture. Consider your surroundings and make a list of familiar items that record and commemorate (such as selfies), create places for human purpose (such as school buildings), are extraordinary versions of ordinary objects (such as a wedding dress), and so on. Compare notes with a few classmates afterward and see if you can discover and understand why your lists have similarities and differences.

4. Look up “Photoshop fails” online. Then use a smartphone to edit a photograph in a way that alters reality and manipulates the viewer’s perception of the subject.

5. Create a map of your community or school that is based on physical proximities. Then redraw the map like the Amoltepec map (see 1.27), emphasizing relationships rather than measurable distances. Think about what should go in the center and what should be placed closer to or farther from that object or place.

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